Deborah+Lawson+LMF

//Learning Motivation and Fun//


= = =** What are your 5 generalizations? **=

There were only three memorable learning experiences reported by boys age 2-9, but all of them reflected a high level of both physical activity and sensory richness. The activities experienced by the boys included welding, woodworking, pottery, leather stamping, skateboarding, and panning for gold. Among the girls of this age, eight experiences were reported, and there was much more variety in the reported levels of physical activity and sensory richness. The only girl's activity with a high level of both was snowboarding. One girl described dancing lessons, but the remainder were activities such as reading, multiplication facts, reading music, and typing - more "cerebral" learning and less "hands-on" or kinesthetic.
 * 1. Physical Activity and Sensory Richness make a learning activity for children more memorable and more fun, especially for boys.**

In this age group, there were 22 boys and 23 girls reporting learning experiences, but only six in each group reflected high levels of both physical activity and sensory richness. These included activities such as ice skating, biking, drumming, making a music video, educational travel, cheerleading, and American Sign Language. Among this group, girls were more likely to report a learning activity with a low activity level than boys.
 * 2. Physical Activity and Sensory Richness make a learning activity for older children and teenagers more memorable and more fun, but to a lesser degree when compared to other factors.**

While Shawn's experience of being locked in a room that floods does not sound terribly fun to me, it certainly made a lasting impression on him. Other role playing experiences helped students of all ages learn about history (Oregon Trail, Williamsburg, Battle of Gettysburg, the trial of Sacco and Vanzetti), world current affairs (Model United Nations, farm subsidies). This type of experiential learning is motivational for students and results in a lasting impression.
 * 3. Fantasy and Role Playing make a learning activity memorable and fun.**

There were 115 stories where the degree of teacher intimidation was "low," and only 7 stories where it was "high." The learners who described experiences where the teacher was highly intimidating were generally in situations with peer support, so possibly the fun was derived from the experience, despite the teacher's demeanor. While I did not watch all 115 of the stories with a low degree of intimidation, I did find several in which the learner described in great detail the patience and encouragement of the teacher.
 * 4. Teachers who are not intimidating make a learning activity memorable and fun.**

This would appear to be obvious, since when we are having fun we are probably laughing. Holly vividly remembers counting musical notes with silly words like "hot dog" and "hamburger." Minh formed letters of the alphabet with her body, together with peers. Even a philosophy professor was able to insert humor into instruction. Sometimes the humor comes from the instructor, and other times from the interaction with peers or the content.
 * 5. The use of humor makes a learning activity memorable and fun.**